School Name

This data shows the schools that were found within the region you selected. If you click the "sort by" button, you can order the schools alphabetically.

Note: If there are more than 10 schools in the area you selected, this option will sort the entire list of schools, not just the ones on this page.

Advancement Rate

The advancement rate is a way to tell how quickly a school is helping English Language Learners learn English. This is the number of English Learners (EL) who achieved English proficiency during the 2001-2002 school year, expressed as a percentage of the number of English Learners the previous year. This is sometimes called the “redesignation rate.”
Close this window

Adequate Yearly Progress (AYP)

NCLB requires states to measure "adequate yearly progress" (AYP) for school districts and schools receiving Title I funds with the goal of all students reaching the proficient level on reading/language arts and mathematics tests by the 2013-14 school year. States must define minimum levels of improvement as measured by standardized tests chosen by the state. AYP targets must be set for overall achievement and for subgroups of students, including major ethnic/racial groups, economically disadvantaged students, limited English proficient (LEP) students and students with disabilities.

If a school fails to meet AYP for two consecutive years, the school is deemed in need of improvement -- Year 1 and must offer public school choice. If a school fails to meet AYP for three consecutive years, the school is labeled in need of improvement -- Year 2 and must offer public school choice and supplemental services, including tutoring. If a school fails to meet AYP for four consecutive years, the school is labeled in need of improvement -- Year 3 and must take corrective action. If a school fails to meet AYP for five consecutive years, the school is labeled in need of improvement -- Year 4 and must face restructuring. A school exits Program Improvement when it meets AYP for two out of three years.

No Child Left Behind (NCLB)

The federal No Child Left Behind (NCLB) act of 2001 aims to bring all students up to the proficient level on state tests by the 2013-14 school year, and to hold states and schools more accountable for results. NCLB requires all districts and schools receiving Title I funds to meet state "adequate yearly progress" (AYP) goals for their total student populations and for specified demographic subgroups, including major ethnic/racial groups, economically disadvantaged students, limited English proficient (LEP) students, and students with disabilities. If these schools fail to meet AYP goals for two or more years, they are classified as schools in need of improvement and face consequences as outlined below.
Consequences for Title I schools that fail to make AYP:

Failure to meet AYP for two consecutive years: students must be offered a choice of transferring to other public schools.
Failure to meet AYP for three consecutive years: students must be offered the above and supplemental educational services, including private tutoring.
Failure to meet AYP for four consecutive years: students must be offered the above and the school must undergo outside corrective actions, which may include replacing staff or implementing a new curriculum.

Failure to meet AYP for five consecutive years: students must be offered the above and the school must undergo restructuring, including possible governance changes.
Other NCLB provisions:

NCLB requires states to align tests with state academic standards and begin testing students on an annual basis in reading and math in grades 3-8 and at least once during grades 10 through 12 by the 2005-06 school year. It requires the National Assessment of Educational Progress (NAEP) reading and mathematics tests to be administered to a sample of fourth and eighth graders in each state every other year in order to make cross-state comparisons. NCLB also requires school districts to hire teachers designated as "highly qualified" to teach core academic subjects in Title I programs. Finally, states must issue annual local report cards.
Close this window

Title I Schools

Schools where at least 40 percent of the children in the school attendance area are from low-income families or at least 40 percent of the student enrollment are from low-income families are eligible to receive federal Title I funds. The proportion of low-income families is most frequently measured by the percent of students receiving free and reduced-price lunch. Title I funds are to be used for programs designed to improve the academic achievement of children from low-income homes. Over half of all public schools receive funding under Title I. No Child Left Behind requires all districts and schools receiving Title I funds to meet state "adequate yearly progress" (AYP) goals for their total student populations and for specified demographic subgroups. If a school receiving federal Title I funding fails to meet the AYP target for two consecutive years or more, the school is designated in need of improvement and faces consequences, including public school choice for students in the school, supplemental services (including tutoring) for students, certain corrective actions and school restructuring.

NCLB Status of Schools in this District

Schools in need of improvement
A Title I school that fails to meet adequate yearly progress (AYP) targets defined by the state for two or more years is classified as in need of improvement and is subject to the following consequences:

Schools in need of improvement -- Year 1

The school has failed to meet adequate yearly progress (AYP) goals for two consecutive years.

School Choice Options & Consequences for Title 1 Schools:

Parents of children in Title I schools have the choice to transfer their children to schools which are (1) not identified for school improvement and (2) not identified by the state as a persistently dangerous schools. The law requires that priority in school choice be given to low-achieving children from low-income families. However, if all public schools served by the district are classified as schools in need of improvement, the district should try to establish a cooperative agreement with other districts in order to provide school choice. Regardless of whether all schools in a district are classified as in need of improvement, districts may establish cooperative agreements with one another. Finally, public school choice must be provided to eligible students unless prohibited by state law; a district cannot deny school choice to eligible students due to lack of capacity.
Schools in need of improvement -- Year 2

The school has failed to meet adequate yearly progress (AYP) goals for three consecutive years.

School Choice Options & Consequences for Title 1 Schools:

Parents of children in Title I schools have the choice to transfer their children to schools which are (1) not identified for school improvement and (2) not identified by the state as a persistently dangerous schools. The law requires that priority in school choice be given to low-achieving children from low-income families. However, if all public schools served by the district are classified as schools in need of improvement, the district should try to establish a cooperative agreement with other districts in order to provide school choice. Regardless of whether all schools in a district are classified as in need of improvement, districts may establish cooperative agreements with one another. Finally, public school choice must be provided to eligible students unless prohibited by state law; a district cannot deny school choice to eligible students due to lack of capacity.

Tutoring and other supplemental educational services are made available to low-income students at the school.

Schools in need of improvement -- Year 3 (Corrective Action)

The school has failed to meet adequate yearly progress (AYP) goals for four consecutive years.

School Choice Options & Consequences for Title 1 Schools:

Parents of children in Title I schools have the choice to transfer their children to schools which are (1) not identified for school improvement and (2) not identified by the state as a persistently dangerous schools. The law requires that priority in school choice be given to low-achieving children from low-income families. However, if all public schools served by the district are classified as schools in need of improvement, the district should try to establish a cooperative agreement with other districts in order to provide school choice. Regardless of whether all schools in a district are classified as in need of improvement, districts may establish cooperative agreements with one another. Finally, public school choice must be provided to eligible students unless prohibited by state law; a district cannot deny school choice to eligible students due to lack of capacity. Tutoring and other supplemental educational service are made available to low-income students at the school.

Implement certain corrective actions, including at least one of the following: replace school staff relevant to the failure, institute and implement a new curriculum, significantly decrease management authority in the school, appoint outside experts to advise the school, extend the school year or school day, and restructure internal organization of the school.

Schools in need of improvement -- Year 4 or more (Restructuring)

The school has failed to meet adequate yearly progress (AYP) goals after one or more years of corrective action (five or more consecutive years of failing to meet AYP goals).

School Choice Options & Consequences for Title 1 Schools:

Parents of children in Title I schools have the choice to transfer their children to schools which are (1) not identified for school improvement and (2) not identified by the state as a persistently dangerous schools. The law requires that priority in school choice be given to low-achieving children from low-income families. However, if all public schools served by the district are classified as schools in need of improvement, the district should try to establish a cooperative agreement with other districts in order to provide school choice. Regardless of whether all schools in a district are classified as in need of improvement, districts may establish cooperative agreements with one another. Finally, public school choice must be provided to eligible students unless prohibited by state law; a district cannot deny school choice to eligible students due to lack of capacity. Tutoring and other supplemental educational service are made available to low-income students at the school.

Prepare a plan to restructure the school, including implementation of one of the following alternative governance arrangements: reopen the school as a public charter school; replace all or most of the school staff, including the principal; enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness to operate the school; state takeover; and/or any other major restructuring of the school's governance arrangement.

Schools that may be available for transfer

States are required to notify parents of students eligible for school choice about schools qualified to accept transfers. Students may not transfer to schools classified as in need of improvement or identified as persistently dangerous. Districts cannot use lack of physical capacity to deny public school choice. While school choices will generally be limited to the district, occasionally students may be offered school options outside their own district.

If all public schools served by the district are classified as schools in need of improvement, the district is required to try to establish a cooperative agreement with other districts in order to provide school choice.

If it is not possible to offer choice to all students requesting it, then priority must be given to the lowest achieving, low-income students.
The school district must pay for, or provide, transportation to the new school.
In addition, regardless of whether all schools in a district are classified as in need of improvement, districts may establish cooperative agreements with one another.
Finally, choice must be provided to eligible students unless prohibited by state law.

To learn more about school choice options, check this publication from the U.S. Department of Education:
Innovations in Education: Creating Strong District School Choice Programs

State-approved Tutoring and Other Supplemental Services

Students in Title I schools that are in need of improvement -- Year 2 (fail to meet adequate yearly progress {AYP} goals for three consecutive years) are eligible for public school choice and supplemental education services, which include tutoring or other extra education services that provide academic aid to students. Parents can choose from a list of state-approved supplemental service providers (SSPs), which are generally available on state Department of Education Web sites.
To find out which supplemental services are available in your district, and if your child is eligible, contact your school district office directly.

To learn more about supplemental services, how to find state-approved services in your community, and what questions to ask of supplemental service providers, check the Tutorsforkids.org Web Site.
Close this window

Not Applicable for No Child Left Behind

The state is not required to give this school an improvement status because it is not a Title I school. Title I schools, which receive funding from the federal government to address the needs of economically disadvantaged students, may be classified as in need of improvement and may be eligible for school choice and supplemental services under No Child Left Behind. Some non-Title I schools may offer school choice and supplemental services. If your school is not a Title I school, check with your local school district to see what services are available.
Close this window